In this chapter, five studies of language practice in Swedish higher education are compared and discussed with focus on how the policy of English-medium teaching is assumed to relate to practices &#8216;on the ground&#8217;. It is demonstrated that the earlier studies take a normative approach towards policy and practice, in the sense that practice is assumed to coincide with policy, while the later studies approach policy and practice from a dynamic point of view, assuming that other languages may be used in addition to the policy-prescribed medium (cf. Bonacina &#38; Gafaranga, 2011). The underlying approach has implications for the studies&#8217; design and focus, but also for their results concerning the use of Swedish and English in higher education in Sweden.